Inside Reading THE ACADEMIC WORD LIST IN CONTEXT Kent Richmond Series Director: Cheryl Boyd Zimmerman 4) with student co-Rom audosrxoInside Reading THE ACADEMIC WORD LIST IN CONTEXT By Kent Richmond Series Director: Cheryl Boyd Zimmerman OXFORD UNIVERSITY PRESS,OXFORD 198 Madison Avenue New York, NY 10016 USA (Great Clarendon Street, Oxford OX2 6DP UK (Oxford University ress is a department of the University of Oxford Tefurthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in Oxford New York ‘Auckland Cape own DaresSalaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nalrobi New Delhi Shanghai Taipei Toronto With offices in ‘Argentina Austra Brazil Chile Czech Republic France Greece Guatemala Hungary Taly Japan Poland Portugal Singapore South Korea Switerland Thailand Turkey Ukraine Vietnam ‘arom and roan cis are registered trademarks of (Oxford Univesity Pres, (© Oxford University Press 2009 Database right Oxford Univesity Press (make) Library of Congress Cataloging-in-Publication Data Burgmeier, Arline Inside reading 1: the academic word list in context Arline Burgmeler, pcm. ISBN 9780-194416122 (pbk. w/drom) 1. English language—Texthooks for foreign speakers. 2. Vocabulary. Title 'PEI128.846 2007 anaz'4—de22 2007023406 No unauthorized photocopying. Allrights reserved. No part ofthis publiation may be reproduced, stored in a retrieval system, or transmitted n any form or by any means, ‘without the prior permission in writing of Oxford University Press, ras expressly permitted by law, or under terms agreed with the appropriate copyright clearance organization. Enquiries concerning reproduction outside the scope ofthe above shouldbe sent to the ELT Rights Department, Oxford Univesity Press at the address abore. You must not circulate this book in any other binding or cover and you must impote this same condition on any acquirer. ‘Any websites refered to in this publication arein the public domain and their addresses are provided by Oxford University Press for information only. (Oxford Univesity Press disclaims any responsibility for the content. ‘Baitorial Diector: Sally Yagan Senior Managing Editor: Patricia O'Neill [itor Dena Daniel Design Director: Robert Carangelo Design Manager: Ma} Britt Hagsted Production Artist: Julie Armstrong, (Compostor: TSI Graphics Inc Cover design: Stacy Mestin Manufacturing Manager: Shanta Persaud Manufacturing Controls: ai Jawat All Student book pack ISBN: 978 019 4416153 Seudent book ISBN: 978 019 4416092 Printed in Hong Kong wooR7 6s 4324 (Cone art: PunchStock:Flephant: Zefa Corbis: stelle Klawiter: Guitar ‘he publoher weld ie to then TS Graphics and the tho fr the ustrations wed in thisboo. ‘The publi weld eto thank the foi forthe prison to reproduce _Photographs: Brace Dale/National Geographic Image Collection: 3; Gerry Pearce] ‘Alamy: 4; Panes Roberts Alamy. 10; Leonard McCombe/Time & Life Pictures) Getty Images: 24: Courtesy of Columbia Pictures: 0; Jenifer Weinberg /Alamy: '88; Kim XulishCorbis: 115; M. Bonani and F. Mondada, cole Polytechnique ‘édérale de Lausanne: 131; © Robert Harding Picture Library Ld Alamy: 147 ‘The publisher weld ito actnowiedge these valuable sources of information incorporated {nt the artes and cities of his textbook Unit 1, “Animal Olympics,” National ‘Wildlife Federation, 2008, wwrweNature.com; Born to Run,” by Ingfei Chen, ioer (Vol. 27, No.5. May 2006} "Born to Run,” by Adam Summers, Natur History (Vol. 14, Issue 3, April 2008 “Faster than a Hyena? Running May Make ‘Humans Special” by Carl Zimmer, Science (Vol. 306, Issue 5700, Nov. 19, 2004). ‘Unit 2, "Cell Phones, Driving Don't Mi,” ScienceDaily wwwsciencedally. ‘com, ported Dec. 9,205}; "Executive Control of Cognitive Proceses in Task Switching” by Joshua S. Rointein, Daved E Meyer, and effeyB. Evans, journal of xpernental Pechlogy(Vol27, No. 4, 2001); "The Limits of Multitasking” by ‘Klaus Manhart Scenic American Mind (Dec. 2004); "You're Getting Very Sleepy” ‘American Psychological Association, APA Online (www.psychologymters ‘orgsleep- Unit 3, “Aroma-Rama and Smell0-Vision." www flmsite org “Hollywood Balloo” Belknap Collection forthe Performing Arts, University of loria; Leonard Man's 2007 Moi Gude, 2006, New York, Plume; “Wiliam Castle” Internet Movie Database (wor.imdb.com); “Ray Harryhausen,” by Bruce ier. Al Move Guide; “Ray Harrybausen" Internet Movie Database; “Ray Harryhausen Biography” 2006, the Oficial Website of Ray Harryhausen (wew.raybarryhausen, com); The Fanta ln fay Harryhausen: Legendary Monster Series, Sony Pictures DVD, 2004 (liner notes and interview with Ray arzyhausen). Unit 4, "Why Does Music Move Us? Scence gos csr othe intersection ftblogy and create,” by Douglas MeLennan, Wl StretJoural, Det. 3, 2005, (© 2005 by Dow jones & Company lnc, adapted with permisslon: The Guar Handboc, by Ralph Denyer, New York, Alfred A. Knopf 2002; Martin & Co, st. 1822: History. by Mike Longworth, Minsink Hills, PA, 4Maples ress, Inc, 1988; leptons Gtr: Watching Wayne Henderson Bud the Perfect Insrunent by ‘Alle St John, New York Free Pres, 2005; “Me Dobro Story." Gibson Gultar ‘web site {wwngibson.com). Unit 5, “Device Records Smell to Play Back Later” by Paul Marks, New Sets, (issue 2558, June 28, 2006): Smell, Therefore 1 ‘Think Did odor ive rset the fist words” by Jaron Lanier, Discover (Vol 27, No. 5, May 2006}; Handbook of Machine Ofton: etonic Nw Teche, Pearce, S.8.Schiffman, H.. Nagle). W. Gardner eds, Weinheim, Wiley- ‘aH, 2002; “Odor Parameter,” St. Croix Sensory, 2002 (wwwrfiesenses com Research_OdorParameter.fmn); This Your Brain ox Music Te Scene ofa Human (Obsession, by Danie}. Levitin, New York, Dutton, 006; The Enjoment of Mu ‘Anintoduciono Prep Listening, by oseph Machli and Kristine Forney, th a, New York, WW. Norton and Company, In, 1999; Unt 6,"Bubble bursts ‘on Beanie Babes” by Thomas S. Mulligan, The Sete Tims, Aug. 31,2004; Graph of ver prices, Kito bullion dealers (ww.ktcocom};"When the Tip Bubble Burst” (bookreview), by Mike Frankel, Business Wet Onn, Apel 24, 2000; “Bulb, Babble, Trouble: That Dutch Tulip Bubble Wasn't So Crazy After ‘All by Daniel Gross, lat (posted july 16, 2004); traordinary Popular Dehsions and the Madness of Crows, by Charles MacKay, ILD, New York, Harmony Books, 1960 originally published 1841), “Flower Power: The Lessons” (book review), by Kim Philips Fein, Te Nation, June 26,2000; UCLA Department of ‘Bconomcs, Bal A. Thompson and Jonathan Treussard (Levine's Working Paper Archive, April 30,2003) Unit 7, Blink The Power of Thinking Wht Thing, by ‘Matcol Gladwell, New Yorke, Lt Brown and Company, 2005; The Wisdon of Crowds, by James Surowieck, New York, Anchor Books, 2004, 2005. Unit 8, The (ong Story, by David Vise and Mark Malseed, New York, Delta, 2006; Google's corporate history, Google web sie (www.google.comjeorporatefhistory); Yahoo! Finance tp: finance. yahoo.com). Unt 9, "The Swarmbots Are Coming: Ant ‘algorithms get down to busines” by Marco Dorgo, Wired, Feb, 2004; “Bye Swarmbots, Hello Swarmanolds” by Emmet Cole, Wired News, Nov. 28, 2006; “Robots 'R' Us” by Ray Kurzweil Popular cence (ol 269, Issue 3, Sep. 2006). Unit 10, "Easter’s End,” by Jared Diamond, Discov (Vo. 16.No. 8, Ag. 1995): “AMonumental Collapse? by Emma Young, New Scents (Vol. 191, sve 2562, July 29,2006)Acknowledgments From the Series Director Inside Reading represents collaboration as it should be. That is, the project resulted from a balance of expertise from a team at Oxford University Press (OUP) and a collection of skilled participants from several universities. The project would not have happened without considerable investment and talent from both sides. This idea took root and developed with the collaboration and support of the OUP editorial team. Iam particularly grateful to Pietro Alongi, whose vision for this series began with his recognition of the reciprocal relationship between reading and vocabulary. I am also grateful to Dena Daniel, the lead editor on the project, and Janet Aitchison for her involvement in the early stages of this venture. OUP was joined by the contributions of participants from various academic settings. First, Averil Coxhead, Massey University, New Zealand, created the Academic Word List, a principled, research-based collection of academic words which has led both to much of the research which supports this project and to the materials themselves. Dr. Tom Klammer, Dean of Humanities and Social Sciences at California State University, Fullerton (CSUF), made my participation in this project possible, first by endorsing its value, then by providing the time I needed. Assistance and insight were provided by CSUF participants Patricia Balderas, Arline Burgmeier, and Margaret Plenert, as well as by many TESOL Masters students at CSUF. Finally, thank you to the many reviewers who gave us feedback along the way: Nancy Baum, University of Texas at Arlington; Adele Camus, George Mason University; Carole Collins, ‘Northampton Community College; Jennifer Farnell, University of Connecticut, ALP; Laurie Frazier, University of Minnesota; Debbie Gold, California State University, Long Beach, ALJ; Janet Harclerode and Toni Randall, Santa Monica Community College; Marianne Hsu Santelli, Middlesex County College; Steve Jones, Community College of Philadelphia; Lucille King, University of Connecticut; Shalle Leeming, Academy of Art University, San Francisco; Gerry Luton, University of Victoria; David Mindock, University of Deaver; William Morrill, University of Washington; and Peggy Alptckin. This is collaboration indeed! From the Author I would like to thank Cheryl Zimmerman as well as Pietro Alongi, Dena Daniel, and the editorial team at Oxford University Press for imagining this project, inviting me to participate, and offering encouragement and expertise. I would like to thank the many program directors Thave worked for over the last thirty years, particularly Karen Fox, Arline Burgmeier, and Steve and Tere Ross, who always gave me free rein to try out ideas that lead to projects such as this one. Most of all, I am grateful to my wife, Lynne Richmond, director of the American Language Institute at California State University, Long Beach. She convinced me to take on this project and provided both optimism and advice when I needed it most. ACKNOWLEDGMENTS iliContents i Acknowledgments ‘To the Teacher. References Unit Tour. The Strength to Survive 1 Content area: Physiology Text 1: Animal Olympics Text 2: Were Humans Born to Run? . Reading strategy: Skimming and scanning; outlining Vocabulary activities Your Attention, Please 17 Content area: Psychology ‘Text 1: “May I Have 30% of Your Attention, Please?” . ‘Text 2: You're Getting Very Sleepy. Reading strategy: Finding the main ideas; isolating causes and effects Vocabulary activities + 20,26 + 21,28 Movie Magic 33 Content area: Film Studies Text 1: From Gimmicks to FX... Text 2: A Big Gorilla Started It All Reading strategy: Annotating and highlighting; uses of the present tense. Vocabulary activities . The Power of Music 49 Content area: Music ‘Text 1: Why Does Music Move Us?... Text 2: Guitars: The Quest for Volume ... . Reading strategy: Finding the perpetrator; point of view Vocabulary activities . + 34,43 + 38,45 « 52,60 » 54,61 Sensory Perception 65 Content area: Neuroscience Text 1: Virtual Odors?. . Text 2: Pitch and Timbre Reading strategy: Categorizing; interpreting charts, tables, and graphs Vocabulary activities . + 70,77 iv TABLE OF CONTENTSBoom and Bust 81 Content area: Economics Text 1: Economic Bubbles . ves 82 Text 2: Tulipomania. .. sah: = 88 Reading strategy: Describing trends; summarizing.........6006+« seeeeeeees 85,90 Vocabulary activities ......000cceceeeeeeeeeeeeeeceeeeeeeeeeeseesaeeee eee w ens» 86,92 De ns, Decisions 97 Content area: Sociology Text 1: Blink ..0..0ecc. wees B ‘Text 2: The Wisdom of Crowds... - 104 Reading strategy: Evaluating generalizations; understanding analogies . = 101, 107 Vocabulary activities ... zm +++ 102, 109 Searching for Success 113 Content area: Business ‘Text 1: Google: A Brief History. 114 121 Reading strategy: Analyzing criteria; determining degree. ..........660ee0eeeeeeeeee 117, 124 Vocabulary activities 60... 66 cc 0ee cece ce eeeeeeece ees eceeeeeeeesseeceseses 118, 125 Modeling Nature 129 Content area: Robotics ‘Text 1: The Swarm Bots Are Coming; Bye Swarm Bots, Hello Swarmanoids......... 130 Text 2: Robots ‘R’ Us .. a seceeeeees 137 Reading strategy: Analyzing advantages and disadvantages; identifying ethics and values .. 134, 140 ceeeee 135, 141 Vocabulary activities ... The Mystery of Easter Island 145 Content area: Anthropology ‘Text 1: Easter’s End...... ‘Text 2: A Monumental Collapse’ 146 153 Reading strategy: Identifying multiple causes; synthesizing information ........-+.++++ 150, 156 ‘Vocabulary act «151, 158 tes eee eee eee eee Index: The Academic Word List. . woes 164, TABLE OF CONTENTS vTo the Teacher There is a natural relationship berween academic reading and word learning. Inside Reading is a four-level reading and vocabulary series designed to use this relationship to best advantage. Through. principled instruction and practice with reading strategies and skills, students will increase their ability to comprehend reading material. Likewise, through a principled approach to the complex nature of vocabulary knowledge, learners will better understand how to make sense of the complex nature of academic word learning, Inside Reading 4 is intended for students at the advanced level. ‘Academic Reading and Vocabulary: A Reciprocal Relationship In the beginning stages of language learning, when the learner is making simple connections between familiar oral words and written forms, vocabulary knowledge plays a crucial role. In later stages, such as those addressed by Inside Reading, word learning and reading are increasingly interdependent: rich word knowledge facilitates reading, and effective reading skills facilitate vocabulary comprehension and learning." The word knowledge that is needed by the reader in this reciprocal process is more than knowledge of definitions Truly knowing a word well enough to use it in reading (as well as in production) means knowing something about its grammar, word forms, collocations, register, associations, and a great deal about its meaning, including its connotations and multiple meanings." Any of this information may be called upon to help the reader make the inferences needed to understand the word's meaning in a particular text. For example, a passage’s meaning can be controlled completely by a connotation She was frugal. (positive connotation) She was stingy. (negative connotation) by grammatical form He valued his memory. He valued his memories Kod, 2005 Nation, 1990 Carrel, Devine, and Eskey, 1988 Birch, 2002; Eskey, 1988 “TOTHE TEACHER or an alternate meaning The labor was intense. childbirth) Inside Reading recognizes the complexity of knowing a word. Students are given frequent and varied practice with all aspects of word knowledge. Vocabulary activities are closely related in topic to the reading selections, providing multiple exposures to a word in actual use and opportunities to work with its meanings, grammatical features, word forms, collocations, register, and associations. (physical work vs. To join principled vocabulary instruction with academic reading instruction is both natural and effective, Inside Reading is designed to address the reciprocal relationship between reading and vocabulary and to use it to help students develop academic proficiency. A Closer Look at Academic Reading Students preparing for academic work benefit from instruction that includes attention to the language as well as attention to the process of reading. The Interactive Reading model indicates that reading is an active process in which readers draw upon top-down processing (bringing meaning to the text), as well as bottom-up processing (decoding, words and other details of language).* The top-down aspect of this construct suggests that reading is facilitated by interesting and relevant reading materials that activate a range of knowledge in a reader’s mind, knowledge that is refined and extended during the act of reading. ‘The bottom-up aspect of this model suggests that the learner needs to pay attention to language proficiency, including vocabulary. An academic reading course must address the teaching of higher- level reading strategies without neglecting the need for language support.’ See the meta-analysis of L1 vocabulary studies by Stahl & Fairbanks, 1986,Inside Reading addresses both sides of the interactive model. High-interest academic readings and activities provide students with opportunities to draw upon life experience in their mastery of a wide variety of strategies and skills, including previewing scanning using context clues to clarify meaning finding the main idea summarizing eee eee making inferences. Rich vocabulary instruction and practice that targets vocabulary from the Academic Word List (AWL) provide opportunities for students to improve their language proficiency and their ability to decode and process vocabulary. ‘A Closer Look at Academic Vocabulary Academic vocabulary consists of those words which are used broadly in all academic domains, but are not necessarily frequent in other domains. They are words in the academic register that are needed by students who intend to pursue higher education, ‘They are not the technical words used in one academic field or another (c.g., genetics, fiduciary, proton), but are found in all academic areas, often in a supportive role (substitute, function, inhibit). The most principled and widely accepted list of academic words to date is The Academic Word List {AWL), compiled by Averil Coxhead in 2000. Its selection was based on a corpus of 3.5 million words of running text from academic materials across four academic disciplines: the humanities, business, law, and the physical and life sciences, The criteria for selection of the 570 word families on the AWL was that the words appear frequently and uniformly across a wide range of academic texts, and that they not appear among the first 2000 most common words of English, as identified by the General Service List.® Across the four levels of Inside Reading, students are introduced to the 570 word families of the AWL. § West, 1953; Coxhead 2000 7 Schmid, 1990, p. 129 ® ‘Nation, 2001, p. 157 at a gradual pace of about 15 words per unit. Their usage is authentic, the readings in which they appear are high interest, and the words are practiced and recycled in a variety of activities, facilitating both reading comprehension and word learning. There has been a great deal of research into the optimal classroom conditions for facilitating word learning. This research points to several key factors. Noticing: Before new words can be learned, they must be noticed, Schmidt, in his well-known noticing hypothesis, states noticing is the necessary and sufficient condition for converting input into intake. Incidental learning, on the other hand, is clearly both possible and effective when the demands of a task focus attention on what is to be learned.’ Inside Reading facilitates noticing in two ways. ‘Target words are printed in boldface type at their first occurrence to draw the students’ attention to their context, usage, and word form, Students are then offered repeated opportunities to focus on them in activities and discussions. Inside Reading also devotes activities and tasks to particular target ‘words. This is often accompanied by a presentation box giving information about the word, its family members, and its usage. Teachers can further facilitate noticing by pre- teaching selected words through “rich instruction,” ‘meaning instruction that focuses on what it means to know a word, looks at the word in more than one setting, and involves learners in actively processing, the word.* Inside Reading facilitates rich instruction by providing engaging activities that use and spotlight target words in both written and oral practice. Repetition: Word learning is incremental. A learner is able to pick up new knowledge about a word with each encounter. Repetition also assists learner memory—multiple exposures at varying intervals dramatically enhance retention. Repetition alone doesn’t account for learning; the types and intervals of repetitions are also important. TOTHETEACHER vilResearch shows that words are best retained when the practice with a new word is brief but the word is repeated several times at increasing intervals.’ Inside Reading provides multiple exposures to words at varying intervals and recycles vocabulary throughout the book to assist this process. Learner involvement: Word learning activities are not guaranteed to be effective simply by virtue of being interactive or communicative. Activities or tasks are most effective when learners are most involved in them. Optimal involvement is characterized by a learner's own perceived need for the unknown word, the desire to search for the necessary information needed for the task, and the effort expended to compare the word to other words. It has been found that the greater the level of learner involvement, the better the retention." The activities in Inside Reading provide ‘opportunities to be involved in the use of target words at two levels: © “Word level,” where words are practiced in isolation for the purpose of focusing on such aspects as meaning, derivation, grammatical features, and associations. © “Sentence level,” where learners respond to the readings by writing and paraphrasing sentences. Because the activities are grounded in the two high-interest readings of each unit, they provide the teacher with frequent opportunities to optimize learner involvement. Instruction and practice with varying types of word knowledge: To know a word means to know a great deal about the word." The activities in this book include practice with all aspects of word knowledge: form (both oral and written), meaning, multiple meanings, collocations, grammatical features, derivatives, register, and associations. Helping students become independent word learners: No single course or book can address all of the words a learner will need. Students should leave a class with new skills and strategies for word learning so that they can notice and effectively practice new words as they encounter them. Inside Reading includes several features to help guide students to becoming independent word learners. One is a self- assessment activity, which begins and ends each unit. Students evaluate their level of knowledge of each word, ranging from not knowing a word at all, to word recognition, and then to two levels of word use. ‘This exercise demonstrates the incremental nature of word knowledge, and guides learners toward identifying what they know and what they need to know. Students can make better progress if they accurately identify the aspects of word knowledge they need for themselves. Another feature is the use of references and online resources: To further prepare students to be independent word learners, instruction and practice in dictionary use and oF are provided throughout the book. The Inside Reading Program Inside Reading offers students and teachers helpful ancillaries: Student CD-ROM: The CD-ROM in the back of every student book contains additional practice activities for students to work with on their own, The activities are self-correcting and allow students to redo an activity as many times as they wish. Instructor’s pack: The Instructor's pack contains the answer key for the book along with a test generator CD-ROM. The test generator contains ‘one test per student book unit. Each test consists of ‘a reading passage related to the topic of the unit, which features the target vocabulary. This is followed by reading comprehension and vocabulary questions. Teachers can use each unit's test in full or customize it in a variety of ways. Inside Reading optimizes the reciprocal relationship between reading and vocabulary by drawing upon considerable rescarch and many years, of teaching experience. It provides the resources to help students read well and to use that knowledge to develop both a rich academic vocabulary and overall academic language proficiency. > Research findings are inconclusive about the number of repetitions that are needed for retention. Estimates range from 6 to 20. See Nation, 2001, for a discussion of repetition and learning. *© Laufer & Hulstin, 2001 "Nation, 1990; 2001 vii 0 THE TEACHERReferences Carrel, PL., Devine, J., & Eskey, D.B, (1988). Interactive approaches to second language reading. Cambridge: Cambridge University Press. (Or use “Holding in the bottom” by Eskey) Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34, 213-238. Eskey, D.E. (1988). Holding in the bottom. In PL. Carrel, J. Devine, & D.B. Eskey, Interactive approaches to second language reading, pp. 93-100. Cambridge: Cambridge University Press. Koda, K. (2005). Insights into second language reading. Cambridge: Cambridge University Press. Laufer, B. (2005). Instructed second language vocabulary learning: The fault in the ‘default hypothesis.’ In A. Housen & M. Pierrard (Eds.), Investigations in Instructed Second Language Acquisition, pp. 286-303. New York: Mouton de Gruyter. Laufer, B. (1992). Reading in a foreign language: How does L2 lexical knowledge interact with the reader's general academic ability? Journal of Research in Reading, 15(2), 95-103. Nation, LS.P, (1990). Teaching and learning vocabulary. New York: Newbury House. Nation, LS.P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press. ‘Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-158. Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press. Schmitt, N. & Zimmerman, C.B. (2002). Derivative word forms: What do learners know? TESOL Quarterly, 36(2), 145-171. Stahl, S.A. & Fairbanks, M.M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, 56(1), 72-110. REFERENCES ixWelcome to /nside Reading Inside Reading is a four-level series that develops students’ abilities to interact with and access academic reading and vocabulary, preparing them for success in the academic classroom. ‘There are ten units in Inside Reading. Each unit features two readings on a high-interest topic from an academic content area, one or more reading skills and strategies, and work with a set of target word families from the Academic Word List. The opening page of each unit introduces the content area and topic. out son estes of tute eset © reas your enestading of theta academic words forth at: fuodometal—manipute pret thy piyseal ne transmit eime| so SELF-ASSESSMENT OF TARGET WORDS Jp The unit's goals and target academic vocabulary are presented so that students can start to think about their knowledge ofthe topic ‘and focus on the reading strategies and target word ‘families they will deal with in this unt ‘crafty about ew wal you know xe art word in this wi Then wi inthe ‘propria column nthe char When you fsed hs nt coms back an reassess our ‘owes fhe target wert. Thaveonee Ihe sen th Lundin Ihave reese the wed “suetbewad vordbitam "he wor whe usethe ert, win cole [wth canese, teh," tsa what tse tear at aml Inert aking Ineans. "| asestece. sue am cing seaking ar |and wing iewneth te ‘WE POWEROF IC 8 Each unit starts with 2 self-assessment activity to heighten student awareness oftheir own word knowledge. ‘Students will come back to this activity atthe end of the unit to re-assess their knowledge and evaluate their progress. NOTE Inside Readingis designed 0 that units can be taught in order or randomly, depending on students’ needs. “x UNITTOURREADING 1 ‘BEFORE YOU READ ‘aad thas qustins. Discus our ansversinsmal rugs. 1, Alleleures have music, ue cultures and individuals disagree on whet sounds ‘ood Is there any kind of msi that sounds good to mat people? 2. What kindof music do you like most? What makes this music interesting to you? 43 Do you thin there willlomeday be xpill hat can make people more creative? Would yourake ie? ul readings in a unit, students discuss questions or do a short activity to activate knowledge of the specific ‘topic deatt with inthe reading ‘MORE WORDS YOU'LL NEED srditory elated ro hearing cdrcuitry:a system of electrical pathways such as neural pathways inthe brain) pitehs the highnes or lowness ofa musieal note ‘quasi prefrmeaning “seeming” or "partially" 0 Readings represent a variety of genres: newspapers, ‘magazines, web sites, press releases, encyclopedias, and books. ‘isa reports same of th recon ang concerning te conection betwee emai ‘actions amuse and ilo. Why Does Music Move Us? Science gts closer tothe intersect of lon 2n¢ —_sadtoey nerves ato create oy signa tana Researchers re only now beginningo unlock the aecet ofthe bai. K ee lke ery thor signals into comething we ecogize a2 ‘month some new study oc another comes slong musk? Scant show tha the bain is ach more ocsplain why we getaddctedonicorne,or actively engage with music than wih speech, how our neural pathwayswere changed because But theresa acl physial sound in your \p Target vocabulary is bold at its first occurrence to aid recognition. Vocabulary is reoycled and practiced ‘throughout the unit. Target ‘words are also recycled in subsequent units. ‘westadied piano as children, orhow meditation brain. No notes. Nome. nly neurons {ers ourbrimwave pater. “The idea of pitch ia mental phenomenon” Isolating which part ofthe bainisresponsble says Robert ator, profesor of neuroscience formoving your bigto isa neat trick Bat what St'McGil University a Montreal. Only the way about softer” fnctions lke guingouthow sounds are organized makes them interesting, ‘Sformedormusiclsmade? "Why Brain scansshow that diferent part of the ‘Matic Moves Uz The Cogiive Neuroscience! bran register acti depending onthe kind (of Mase aconferenceethe Swedish Medical of ii played. Disonance’, for example, (Centerin eaten 2005 red task some Ss general ecebed at unplesan adie damental gms sbout haw abn ferent ein the brain implants. brain. READING COMPREHENSION _ Reading comprehension ‘READING COMPREHENSION tai commries thn a ene | te tet check student! + = 1 Locating there of the brain tha contre mower simone understanding and recycle 2. Sound waves themesives do not enter the heain. target voabulan, 3. People need toleam hv to speak before the an appreciate mate. ‘nus 4, There is evidence that music may help people with brain injures, 5. We are now sble to improve people's creativity and perception of music with — 6. The reading says that neuroscience will destroy our appreciation of art —— 7."The reading implies that artistic sucess is entirely a product of the physical 8. The secrets behind artistic sucess may seem less mysterious inthe future. UNITTOUR xiREADING STRATEGIES VOCABULARY ACTIVITIES ‘There are two types of vocabulary activities that ‘follow each reading. The level and mostly receptive, focusing on meanings and word family members. ‘The second type of vocabulary activity is sentence level ‘and mostly productive. Each unit features work with collocations. These act can also include work with register, associations, connotations, and leamer dictionaries. NOTE Each unit ends with topics and projects that teachers can use ‘to take the lesson further, This section includes class discussion topics, online research projects, and essay ideas. READING STRATEGY: Point of View “Aechmea procs or design canbe deserted om several points of ow ‘ependingoa the porpore nd audience re ia nple elec piter setup lavoling thre components connect by ees, Toa tar rH anpiter rH guitar cable speaker cables "an tse paragraphs desig ara seve rom tern pointe vo. Foren paragon as Description Task 1. How dol setieup? “Thisversion gives lastructons Insertoneend faguitarcabe inc thejack _tothereadee Unetine inthe letre iter Inserethe oerendof ther tht ell the ‘hecabeint the iapurjackon the apie. seaderwhat todo. ‘Then ron speaker able from the output ack of the ample tothe nga finale ofthe peers. 2. How sitse up or designed? ‘Thi verion desea the Oneendefagaiarcableisinertedinno ——_setopwithorindenting who thefackin he guitar Te othe endis paged stip. Underline aay Io the apa jskin che ampiier Aspe intantine verb Cee Ui, ‘ableruns from the ouputjackoF the amplfer page 45, for more on este tothe pur ac of teloud speaker, Sodineansiene verb) ‘VOCABULARY ACTIVITIES con or eine nisl angulation pete ‘einent ca fn stone sess stes set stesily they hone artes ther “The pon practi ented in Unie A. Flin he lank wit a tarot ward rom the chr tat omplts the setae ina ‘rammatcl and mouingtl way Beste tue th cert form, 1. Although it is... posible for gitar tobe made of sage wood, most guitars use a vasery of woods. 2. Wood isa popular material for guitars because i am Be nn ‘many ways, inching shaping bowing and slicing. 3. Woods are selected for thei ability to impart sound, their beauty when fished, and their ability to withstand th nnn OF day-to-day playing, 4. Several approaches are valle for sound in age spaces. 5. The technology for amplifying acoustic guitars i ill being. nthe reading, strstr to phyla fore, at tense ato amphi ate psyehlia pressare.n your otbue, wie sextences that nk thare words ie 2 meen ‘grammatical way. Compare sentences wi a pater. {consultant /stess /aced/beeter quality control Te consultant stressed the ned or beter quality contr 2 teacher stress /read Chapt: S very carefily, 3. assign too many tasks at once /stesful “mus / greater stress on open new markets for ove prodacts 5. poychologist sess / multitasking int arelabe strategy for saving time xii UNITTOURi—7 => = 3 THE STRENGTH TO SURVIVE ‘> read about the amazing physical abilities of animals and humans. > practice the reading skills of skimming, scanning, and outlining. > increase your understanding of the target academic words for this unt: Ud achieve element’ =——_—feature release undergo area exceed maintain sole welfare duration facilitate preliminary transfer SELF-ASSESSMENT OF TARGET WORDS — 7) =) =) se Learning a word is a gradual process. + First, you learn to recognize the word. This means you know something about its spelling, pronunciation, and meanings. © Next, you learn to use the word. This requires that you understand its spelling, pronunciation, grammar, and much more. When you truly know a word, you can both recognize it and use it accurately. Read the target words for this unit in the objectives box above. Think carefully about how well you know each ward. Then, write each word in the appropriate column in this chart. When you've finished this unit, come back and reassess your knowledge of the target words. Ihave never Ihave seen the Iunderstand Ihave tried to use the word | use the word seen the word word but am the word when use the word, with confidence with confidence, before. not sure what it see orhearitin butlamnot — ineither both in speaking means. asentence. surel amusing speaking or andwriting. itcorrectly. writing. | ‘THE STRENGTH TO SURVIVE 1BEFORE YOU READ Read these questions. Discuss your answers in a small group. 1, Many articles in magazines or newspapers and magazine-style television shows keep our attention by providing interesting trivia. What is trivia? Why do people find trivia so entertaining? Do you like trivia? 2. Speaking of trivia, how are you on animal names? Use the chart below to categorize the animals listed in the box based on your own knowledge. For those you don’t know, skim through the reading and find information on them. Then, come back and categorize them in the chart. cheetah roadrunner eel puffin gazelle coyote wildebeest —_thick-billed murre antelope swift zebra beetle falcon albatross dovekie ostrich salmon loon Cer Cone ie) cia i ta$ Cat OES MORE WORDS YOU'LL NEED predator: an animal that kills other animals for food prey: an animal that a predator kills for food migrate: (for animals and birds) move from one part of the world to another according to the season 20 UNITT1 foo 0.3 meters Lyard = 0.9 meters I mile = 1.6 kilometers Metric conversions for measurements used in this unit: 1 pound = 0.45 kilograms 1 ton = 2,000 pounds (907 kilograms) READ {na sense all animals are Olympians—they have skills at which they excel. This article from the National Wildlife Federation discusses how animals would perform in five categories of Olympic competition—sprinting, long-distance running, diving, jumping, and weightlifting. Animal Olympics Athleticism, speed, strength, power, endurance: ‘Humans celebrate these attributes in such events asthe Olympic Games. In the animal kingdom, however, these qualities are necessary for the s welfare and survival of the individual and society. Animals perform amazing feats every day, not with the purpose of winning or being named the best, but in order to eat, seek and catch prey, mate, escape predators, and endure the elements. w Sprinting ‘The cheetah is said to be the fastest running mammal on earth, with a top sprinting speed of 70 miles per hour (mph). Why does it run so fast? ‘To catch the fleet-footed gazelles and antelopes 1s onwhich it feeds. In its natural habitat in the grasslands of Africa, the chectah can outrun its fleetest prey: Like human sprinters, it cannot ‘maintain its top speed for long and must take down its prey within a distance of about 300 yards. 2 Ifthe cheetah lived in North America, it might meet its match. The pronghorn antelope has been clocked at close to 70 mph and can run for long distances at 30 to 45 mph. Interestingly enough, these two animals run these top speeds for different as_reasons; the cheetah runs in pursuit, whereas the pronghorn runs to escape. ‘The peregrine falcon is widely acknowledged to be the fastest moving bird, achieving astonishing speeds when it dives for prey. Some sources cite a 30 top speed of 200 mph, while others put the figure at about 120 mph. Kither way, it would be hard for any other bird to escape it. On foot, the fastest bird isthe ostrich, which can run about 4o mph. It ‘outpaces the greater roadrunner, North America’s > fastest running bird, which tops out at about 25 mph, Coyotes, incidentally can also outrun roadrunners with a cruising speed of 25-30 mph and atop speed of 40 mph, ‘The greater roadrunner on the move ‘Marathon ‘The Olympic Marathon, a paltry 26 miles, doesn't come close to the marathons some animals endure. Take the Arctic tern, for instance. It migrates between the North and South Poles, covering a distance of as much as 30,000 miles cach and every year. Some birds spend long durations, ‘even most of their lives, in light. Swifts, for example, have very underdeveloped legs and live almost entirely on the wing. Some seabirds, such as the sooty tern, fly for years without landing. The wandering albatross is named for its ability to fly thousands of miles on feeding trips. Fish can make long-distance migrations as well. Some salmon, swimming between the ocean and THE STRENGTHTO SURVIVE 3the rivers in which they spawn, cover 2,000 miles, ss Buropean ecls are said to swim up to 3,700 miles to ‘The great annual migration of wildebeests. and zebras in the African Serengeti covers about co 2,000 miles. But the longest annual migration byamammalis the 10,000-mile circuit made by the gray whale from the Arctic to its warm winter calving areas and back again. Divi 6s — The sperm whale is generally acknowledged to be the deepest diving mammal, but the northern bottlenose whale is not far behind. The sperm wa kaown to dae G80 or depes and to stay under for durations 0 houm. The bottenose is said o dive atleast 000 feet andis also able to remain submerged for two hours. If the two were competing in an Olympic event, the odds would be about even. ‘There's little competition for the deepest diving vs bird, the emperor penguin, which can dive toa depth of 770 feet. Outside of the penguin family, the thick-billed murre may be one of the emperor's nearest competitors; it is thought to dive to 600-700 feet. Dovekies (300 feet), loons (250 feet), so Atlantic puffins (160 feet), and long-tailed ducks (30 feet) are all superb divers but are no match for the emperor penguin. Some types of kangaroos can leap a distance of ss 30 feet. White-tailed deer, when bounding, can cover almost the same distance. But the true long- jump champion is probably the inch-long southern cricket frog, which makes leaps exceeding 60 times its body length. 4 UNITT ‘The red kangaroo oo AAs for the high jump, the red kangaroo can hurdle a10-foot fence. North America’s white-tailed deer can hurdle an obstacle 8 1/2 feet high. Those leapers hhave got nothing on the lowly spittlebug though, which jumps 115 times its body height. The deer »s and kangaroo would have to jump about 600 feet to compete with the spittlebug! Weiatent ‘No animal on earth can lift as much weight as the African elephant, which can pick up a one- vo» ton weight with its trunk, Relative to body size, however, the elephant doesntt even come close to the strongest animal on earth. What is it?The rhinoceros beetle. This rather strange-looking little creature can transport objects weighing 850 times 1s its own body weight. The elephant, carrying only one fourth of ts body weight, isnt even close in this contest. At the Olympic Games, the fastest runners, highest jumpers, and most skillful divers uo win medals and worldwide acclaim. In the animal world, no medals are awarded, and individuals don't often achieve fame for their accomplishments. Rather, the amazing athletic feats performed by animals enable them to us escape danger, catch food, impress a mate, and live another day.READING COMPREHENSION Mark each sentence as 7(true) or F (false) according to the information in Reading 1. Use the dictionary to help you understand new words. .. 1. Pronghorn antelopes are the cheetah’s prey. 2..A sperm whale can hold its breath for a duration of two hours. 3. Peregrine falcons cat other birds. 4. A cheetah can run a mile in less than a minute. 5. Coyotes can run a mile in under 2 minutes. 6. No animal can dive deeper than the emperor penguin. .. 7. The southern cricket frog makes leaps exceeding 100 times its body length. ... 8. Relative to body weight, a healthy human being can lift more than an elephant. READING STRATEGY: Skimming and Scanning How fast should you read? Here are typical words-per-minute ranges for each type of reading: Purpose Speed for memorization very slow: under 100 words per minute for learning slow: 100-200 words per minute for comprehension/pleasure moderate: 200-400 words per minute for skimming fast: 400-700 words per minute for scanning very fast: 700+ words per minute Skimming is reading quickly to get a sense of the broad meaning of the article. We skim an article to sce if the article is important to us. Naturally, comprehension can be low. Scanning means you are looking for a specific piece of information without worrying about the broader meaning. You may be looking for a specific word or fact. Comprehension is also low. Skimming and scanning work well when you know what you are looking for. You should not skim or scan a text if you need to comprehend and remember the material fully. THE STRENGTH TO SURVIVE 5{In small teams, search through the readings in this hook to find answers to these trivia questions. ‘The team that finds all the correct information first wins. Team name conn Starting Time.......... Finishing Time: Elapsed Time (duratios 1, What was the first movie release to use Sensurround? 2. What is the pitch of a typical female voice! 3. What device or instrument features a bridge and a saddle? 4, What event does the National Sleep Foundation promote each year? 5. Did the Nasdaq stock exchange exceed 5,000 on March 10, 2000? 6.Which one ofthese is nota type of tulip— Semper Augustus, Charles IT, Admiral ‘Van Eyck, or Admiral Liefken? 7. What did the crowd think the ox Weigh€? veneer 8. Without “googling” his name, density the school that Larry Page attended. You probably found much of the information more quickly than you thought you would. What tricks did you use to hunt down the answers? VOCABULARY ACTIVITIES as pein achievement achieve achievable duration = on 7 element elemental the elements - elementary elementally excess exceed cate srs = in excess of maintenance maintain maintained — | welfare : we ‘A. Read these comments on animal extremes. Fill in the blanks with a target word from the chart above that completes the sentence in a grammatical and meaningful way. Be sure to use the correct form. 1. The pronghorn antelope can over long distances. speeds of 30-45 miles per hour 6 UNI2. The normal swimming speed of emperor penguins is 4-6 miles per hour, but they can speeds of more than 11 miles per hour in short bursts. 3. Emperor penguins can endure the extreme cold of Antarctica, where temperatures can reach -60'C (-76°F) for long. 4. By huddling together, emperor penguins can survive the Antarctic winter’s harsh conditions. 5. The bar-headed goose can reach height iM... of 29,000 feet as it migrates over the Himalayas to its nesting ground in Tibet. 6. Racing homer pigeons are taken to a distant location and released to race home. They .ssssssnnninnnnnn af average speed of about 30 miles per hour. 7. The National Wildlife Federation is concerned about the animals. of 8. ¢ arctic hare has several adaptations that help it battle 7 B. Circle the alternative that best captures the meaning of the underlined target word in each sentence. 1. During the debate, the biologist maintained that humans are the best runners in hot weather. a, held his opinion b. supported his opinion 2. The museum’s collections are poorly maintained. a. cared for b. argued for 3. The students found the demonstration exceedingly helpful. a. very b. too 4, Some students complained that the amount of lab work was excessive and not very useful. a, fast-moving b. unnecessarily great 5. The otter’s thick, dense fur helps it endure the elements. a, weather b. chemicals 6. To survive in cold weather, take these elementary precautions. a. basic b. essential 7. One element of the arctic wolf's success is its ability to consume huge amounts of meat. a. small amount b. part THE STRENGTH TO SURVIVE 7‘The word element has many meanings, most related to the idea of something basic or fundamental. a. abasic part of sth* akey / necessary / essential / crucial /important element b. the “basics” ofa subject _ the elements of bookkeeping, physics, computers, etc. ¢. asubgroup of people _aviolent / radical / moderate / questionable element d. a small amount an element of truth / risk / surprise e, the weather exposed to / protected from / battle the elements f. chemistry chemical element, such as gold, mercury, or oxygen g. electronics a device that gets hot *Note: sth isa common dictionary abbreviation for something C. Which meaning of the word element is expressed in each sentence? Match each sentence with a definition in the box above. Compare answers with a partner. 1. There is an element of risk in any investment. 2. The heating element in the oven was replaced. m3. A key element of survival is being able to escape from predators. -4, The course introduces students to the elements of wildlife management. 5. The more vocal element in the group shouted down the speaker. -6. A thick coat of fur is necessary to protect arctic animals from the elements. -7. The heaviest, naturally occurring, non-radioactive element is bismuth. D. Use information from Reading 1 to answer these questions in your notebook. Use the word or expression in parentheses in your answer. 1, How deep can the emperor penguin dive? (a depth exceeding) 2. What speed can pronghorn antelope travel over long distances? (maintain) 3, How fast can a peregrine falcon fly? (achieve) 4. What special ability do wildebeests, terns, and salmon have? (ong durations) E. Read this trivia about other record-setting animals. Restate each sentence using ord or phrase in parentheses. Be prepared to read aloud or discuss your sentences in a small group. 1. Blue whales can weigh over 170 tons. (in excess of) 2. The sounds made by blue whales can reach beyond 150 decibels. (exceed) 3. To survive, a squirrel must remember where it has individually hidden thousands of nuts. (welfare depends on) 4. Dall’s porpoise, the fastest sea mammal, can travel up to 56 miles per hour. (achieve speeds) 5. The marmot, a large rodent, can hibernate for up to nine months a year. (durations) 8 UNITBEFORE YOU READ Read these questions. Discuss your answers in a small group. 1. Is physical fitness important for success in the modern world? 2. In Reading | we learned about animals that can outdo humans in many athletic categories. In what general athletic category(ies) do you think humans would excel? biomechanics: the biological mechanisms that allow animals to move center of gravity: the point in a body or mass where the weight is most concentrated counterweight: a weight that helps balance an object that would be too heavy on one side torso: the upper body except for the head and arms; also called the trunk READ This science magazine article discusses how humans run, and the advantage that this ability has given us. Were Humans Born to Run? Hot to Trot Compared to cheetahs, whose bursts of 20 Tounderstand how they can make this speed reach 70 miles per hour, or migrating claim, let’s consider what humans can do. The wildebeests that roam over 2,000 miles a year, very best long-distance runners can run five- we humans must seem lead-footed homebodies. minute miles for several hours. These efforts 5 Asbig as we are, we cannot seem to catchacat _—_are amazing achievements, but even the casual or dog or even a chicken unless we can corner it jogger can often keep up an 8-r0 minute a mile or trick it. pace for several miles. Only a few animals of But has our natural envy of a few fleet-footed similar weight—large dogs, hyenas, wolves, and species or our clumsiness in catching nimble wildebeests—are capable of maintaining such escape artists caused us to underestimate speeds and actually prefer to trot a bit slower. ourselves? University of Utah biologist » Even a thousand-pound horse will not cover long Dennis Bramble and Harvard University distances any faster than a good recreational paleoanthropologist! Daniel Lieberman jogger. think so. In fact, they maintain that decades And in hot weather, humans may hold a sof research indicates that humans are very decided advantage. One of the most incredible good runners indeed—perhaps the best inthe + feats of human endurance is the annual ‘world—when the distance gets long and the Badwater-to-Mt. Whitney run. The race begins weather gets hot. in Death Valley, California, at an elevation } palsoanthropologist: one who studies the biological history of human beings THE STRENGTH TO SURVIVE285 feet below sea level, in July, the hottest month of the summer. The runners run 135 4» miles, crossing several mountain ranges with a cumulative elevation gain of 13,000 feet, and finish at an elevation of 8,360 feet at the Whitney Portal trailhead, about halfway up the 14,440-foot mountain. Each year approximately 75 men and women enter the race with 60-80% finishing within 6o hours and with the winning time usually well under 30 hours. Despite temperatures reaching 130°F, there have been no fatalities so far. These men and women can so probably outrun any animal on the planet. ‘What makes it possible for these people to undergo such an ordeal? It turns out that humans are beautifully designed to run long distances in hot weather. Long-distance running ss requires the ability to keep from overheating, and we humans have several advantages in this regard. First, we release heat by sweating through millions of sweat glands’ rather than through panting. And because we have no « fur, our sweat evaporates quickly. Our upright posture also helps immensely by exposing less. area to direct sunlight and more surface area to the cooling effect of the wind we create as we run. We excel at keeping cool, while most other «s animals simply cannot shed heat fast enough to run long distances. Humans can keep cool as they run. But cooling is not enough to explain our speed over long distances. A second advantage is our long stride. When Professor Bramble filmed his +» student David Carrier running alongside a horse moving at an easy gallop, he noticed that Carrier took fewer strides than the horse, indicating that Carrier’s strides covered more distance than the horse's. Bramble was surprised by this +s and began considering what elements of human biomechanics make this possible. Working with Lieberman at Harvard, he realized that humans, like horses and rabbits, can run without their heads bobbing up and down due to a piece of » anatomy, the nuchal ligament, which links the head to the spine. This tendon-like* band is not involved in walking, suggesting that itis a special adaptation important for a species that at one time needed to run, not walk, to find its dinner. ss A Spring in Our Step In fact, walking, it turns out, is a distinctively different motion than running. When walking, the heel hits the ground first, the leg straightens, and the body lurches forward a bit. As the wo weight transfers to the ball of the foot, the arch stiffens and then pushes the body forward, with the other foot moving forward to keep the stride going. With running, the legs become large springs. You land more heavily on the arch of vs the foot and bend your knee, which causes the body's center of gravity to lower. The force from this hard landing is captured by the tendons of the foot and leg, particularly the calf’ muscles, and you spring forward as the tendons recoil. 1w According to Bramble, these huge, springy tendons are not necessary for walking, Huge, springy tendons explain where the energy comes from, but how do humans maintain their balance and keep from falling ws over? All other two-legged animals that run fast, such as kangaroos and roadrunner, have large tails that serve as a counterweight to keep the 2 130°F: 130 degrees Fahrenheit, equals 54 degrees Celsius (54°C) Sela lls in the body that produce a specific substance “tendon: a tough fiber that connects muscle to bone and other muscles Scaff. the back of the lower leg 10 UNIanimal balanced. Humans are obviously tailless, so how do they do it? Motion studies of runners 1 on treadmills offer clues. It seems we have a rather substantial rear end due to a large muscle, the gluteus maximus, that connects our hips to our lower back. This muscle does not do much when we walk, but it works very hard when us we run. Its role, it seems, isto act like a brake on our torso to keep it from lurching too far forward when our foot hits the ground. Other anatomical features that facilitate running are our long necks and our shoulders. sno We are able to twist our shoulders without moving our head, allowing us to pump our arms as another steadying mechanism that helps counterbalance our head and keep it upright. Eat on the Run 1s There is no doubt, then, that humans are able to run, but why? Today most people are sedentary and run solely for pleasure or sport. Could it be that in our prehistoric past long- distance running was necessary for survival? wo Sprinting fast allows an animal to drag down prey or escape a predator, but why would an ability to sustain a long run through hot weather be necessary? To hunt perhaps? But didn't prehistoric humans hunt by sneaking up on uss animals and spearing or clubbing them? That certainly seems more efficient than chasing an animal for miles until it drops from heat exhaustion. Or is our ability to run a byproduct of some other ability? It seems running muscles uw also help us stand up quickly and climb things, and certainly our springiness helps us fight more effectively. Any conclusions we draw at this point are preliminary. But knowing that we can run long us distances may point us in the right direction for further study. It gives us clues as to how prehistoric humans lived. Perhaps adult hunters needed to travel long distances to track a herd and return before dark. Humans do not see »s0 well at night and by running could extend their hunting range without constantly breaking camp and uprooting a family or village. Perhaps they did not hunt at all but needed to move quickly in order to reach prey killed by other animals sss and join in on the feast. Could scavenging, as unsavory as it seems, be the sole reason for our running ability? The debate undoubtedly will continue, with those who dislike sweaty activity naturally vw skeptical of any prehistory that forced us to move out of the shade. But those eighty or so people who attempt the Badwater-to-Whitney run each year and the hundreds of thousands of people who enter the many 26.2-mile marathons vws held in cities throughout the world make it difficult to deny the obvious—some humans, if not all, are definitely born to run. “byproduct: something that happens as a result of something else READING COMPREHENSION Mark each sentence as 7(true) or F (false) according to the information in Reading 2. Use the dictionary to help you understand new words. 1. Humans have a unique way of running not found in other species. 2. The reading encourages the reader to get more exercise. .. 3. The reading sees running as a byproduct of walking. runners. 4, The experts agree on the reasons prehistoric humans were such good distance 5. The reading implies that most animals have trouble seeing clearly while they run, THE STRENGTH TO SURVIVE 11READING STRATEGY: Outlining as You Read A good way to make sure you catch and understand the main points of a text is to outline it as you read. An outline is a diagram of the structure of the reading, A. Asimple outline shows the basic structure of the text. Complete this simple outline of Reading 1 on pages 3-4. Introduction (Main idea: Some animals are capable of outstanding athletic performances.) TL. RCMB. TEs iseaceereercnene IIL. 2iving.. Iv. v. ~ Closing Remarks B. An outline can also have subheadings. Complete this more detailed outline of Reading 1 on pages 3-4. Be careful: the method of categorizing animals and animal achievements changes throughout the article, I. Sprinting A. Mammal... B. 11. Marathon IIL. Diving A. Bisse: IV. Jumping A. Bu sscstna V. Weightlifting Boon Boon 12 UNTIC. When a formal outline is unnecessary or too difficult, you can take quick notes using bullet points and indentation. Look at how one student took notes for a short section of Reading 2 on Pages 9-11. Then, in your notebook, make a quick outline of the key points of the whole text. ways humans lose heat ~ millions of sweat glands release heat no fun. Sweat evaporates quickly. — upright posture — less area exposed to the sun ~ more area exposed to cooling wind VOCABULARY ACTIVITIES eo area facilitation | facilitator facilitate facilitating 7 | facility feature feature featured | featureless | pelmiaries preliminary : release release released ) oe aed sole solely transfer transfer transferable undergo A. Read this information on other human al ill in the blanks with a target word from this unit (in the chart above or the chart on page 6) that completes the sentence in a grammatical and meaningful way. Words may be used more than once. Be sure to use the correct form. Humans are impressive distance haulers, but to carry a load uphill successfully, your stride must (I)... some changes. On flat surfaces, your calf muscles greatly (2) fast walking, providing forward push. You 8) --w-svneeee OMENtUM from one stride to the next by rocking forward as your back f00t (4) s.non1snsnnnun from the ground. Ona steep hill, this method quickly tires you out. To (5) ssmsnmnssmanna steady pace, lift one leg and plant ita short distance uphill. Straighten it while leaning slightly forward. Raise your back leg, but don’t swing it forward until your front leg is straight. This method may sound slow, but your uphill speed and endurance will improve noticeably. continued THE STRENGTH TO SURVIVE 13One (6) ” energy in the muscles of the shoulder, back, and legs. The torso moves slightly ahead ... where humans excel is throwing. In the .. stage of a throw, the arm moves up and back to capture to build more energy. The arm then springs forward and (8) ..1.s0ns energy to the object. Just before the (6)... snouannn y the wrist and fingers snap forward to add velocity. The best athletes can throw objects at speeds (0)... sve 100 mph. B. Which meaning of the word feature is expressed in each sentence? Match each sentence on the left with a definition on the right. Compare answers with a partner. ...1. The feature lasted nearly three hours. a. an important part ..2. Her research featured strongly in b. parts of a face (usually plural) the report. 3. The car features a GPS navigation system. _¢. a movie 4. His rugged features helped him land d.a special program or article many parts. uu: 5« The wandering albatross’s most obvious. _e. to include sth special feature is a wingspan of about 3.5 meters. wm 6. They will run several features on f. to play an important part endangered animals next week. ©. The word facilitate means to make something easier to do. What tools or practices facilitate these things? 1. trade between countries A knowledge. of lacal.businese practices.can. facilitate.trade. hetween.countries.... 2. learning a language 3. childhood development 4. keeping in contact with friends 5. the healing of a muscle injury 14 UNIT!PLS EU Verb Adjective Noun ‘Noun Compound school, knowledge, i elementary laws, approach, | mistakes, stage truth, changes, force, elemental aspect, characteristics, part, meaning expectations, authority, limits force, amount, noise, use, drinking, demands survivor, purpose, heir, authority, objective report, findings, remarks, research, results, inquiry, approval excessive sole preliminary state, benefits, services, agency I | change, operation, test, | | promote, improve social, personal, child (the) welfare (of sth) undergo ordeal, transformation, examination, review, evaluation D. The chart above shows some of the more predictable collocation, or word partners, for selected target vocabulary. Using the chart, complete these sentences with a likely word. Be sure to use the correct form. 1. The actress is devoted to promoting the sonneee of animals, 2. Last year, the company's policies an intensive review. 3.The.. _.. purpose of the review was to find ways to cut costs. 4. The manager. .his authority when he fired the worker. 5. ..findings show the cause of the accident was human error. 6. The bridge collapsed under the pressure OF en- 7. He wanted to play basketball, but he had t0 £8C€ AM reo would never be tall enough to play professionally. 8. Her love of animals began i ..-.v.n::m:mnnnnanenene SChOOl, When her class visited the zoo. THE STRENGTH TO SURVIVE 15E, Build sentences using a random generator: Your teacher or partner calls out a random two- digit number to identify two words from the lists below. You then use those words to write a grammatical and meaningful sentence, Teacher: “2-1” [The two words are “area” (2) and “exceed” (1),] Possible sentence: “The area of the room exceed 400 square fect.” O.achieve 0. preliminary Lachievement 1. exceed 2. area 2. excessive 3.endure 3. exceedingly 4.endurance 4, maintain 5.element 5. release 6.clementary 6. welfare 7. facilitate 7. duration 8.sole 8. transfer 9.solely 9. undergo WRITING AND DISCUSSION TOPICS 1, Many animals have amazing abilities that would make unlikely Olympic events. Do some research on one of these animals and write a paragraph describing what special skill or ability the animal has. Archer fish (spitting) elephants (hearing) blue whale (largest appetite) _ squirrels (memory) eagle (eyesight) tiger moths (navigating) 2. Exercise has its supporters and detractors. Two famous writers have very different attitudes toward exercise, Read the two quotes then explain which author's attitude is closer to your own. “It is exercise alone that supports the spirits and keeps the mind in vigor.” —Marcus Tullius Cicero, Roman statesman and philosopher (106-43 8.c.8.) “[ have never taken any exercise, except for sleeping and resting, and I never intend to take any. Exercise is loathsome.” —Mark Tevain, American writer and humorist (1835-1911) 3. Read this quote. Do you agree with the long-lived Santayana? Why or why not? “Exercise is a modern superstition invented by people who ate too much and had nothing to think about. Athletics don't make anybody either long-lived or useful.” —George Santayana, Spanish-American philosopher and novelist (1863-1952) 4, Performing-enhancing drugs, some quite dangerous, are now a part of modern sports, and many sports heroes have been accused of using these substances. ‘What should happen to an athlete caught using these substances? 16 UNITIi— = 7 aa m4 or) _ (=) i=] 3 YOUR ATTENTION, PLEASE In this unit, you will read about research on two activities that affect human performance. > learn to watch for “pivot” words to help find the main idea. > learn to differentiate between cause and effect. ‘> increase your understanding of the target academic words for this unit: benefit evident issue negate require complex identify lecture normal research consistent instruct ~—smediate-—=—=—psychology whereas SELF-ASSESSMENT OF TARGET WORDS Think carefully about how well you know each target word in this unit. Then, write it in the appropriate column in the chart, When you've finished this unit, come back and reassess your knowledge of the target words. Ihave never Ihave seen the |understand I havettried to | use the word use the word seen the word word but am — the word when | use the word, with confidence. with confidence, before. not sure what it see or hear it in but! am not in ether both in speaking means. asentence. surelam using speaking or and writing. it correctly. writing, | | | | | | | | | i i | | YOUR ATTENTION, PLEASE 17°